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Educating Deaf LearnersCreating a Global Evidence Base$
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Harry Knoors and Marc Marschark

Print publication date: 2015

Print ISBN-13: 9780190215194

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780190215194.001.0001

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Enhancing Emergent Literacy in Preschool Deaf and Hard-of-Hearing Children Through Interactive Reading

Enhancing Emergent Literacy in Preschool Deaf and Hard-of-Hearing Children Through Interactive Reading

Chapter:
(p.415) 18 Enhancing Emergent Literacy in Preschool Deaf and Hard-of-Hearing Children Through Interactive Reading
Source:
Educating Deaf Learners
Author(s):

Evelien Dirks

Loes Wauters

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190215194.003.0018

Deaf and hard-of-hearing (DHH) children are more at risk for language and reading difficulties than hearing children. Because early language development is an important factor in later reading success, it is important to promote this development as early as possible through activities aimed at emergent literacy skills. Promoting reading development is one of the main goals in deaf education, but it seems important to work on the foundations of reading in a much earlier stage. Parents and preschool teachers can play an important role in promoting emergent literacy in the preschool period. This chapter discusses what emergent literacy entails, how it relates to later reading success, and what we know from the literature on emergent literacy in children with hearing loss. Strategies for interactive book reading with DHH children are presented, and the potentials of technology for interactive reading with DHH children are discussed.

Keywords:   emergent literacy, interactive reading, e-books, deaf, hearing loss

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